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Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion

Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion

Wan-Tsai Kung, Zohreh R. Eslami
Copyright: © 2019 |Pages: 19
ISBN13: 9781522576631|ISBN10: 1522576630|EISBN13: 9781522576648
DOI: 10.4018/978-1-5225-7663-1.ch072
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MLA

Kung, Wan-Tsai, and Zohreh R. Eslami. "Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion." Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2019, pp. 1521-1539. https://doi.org/10.4018/978-1-5225-7663-1.ch072

APA

Kung, W. & Eslami, Z. R. (2019). Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion. In I. Management Association (Ed.), Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 1521-1539). IGI Global. https://doi.org/10.4018/978-1-5225-7663-1.ch072

Chicago

Kung, Wan-Tsai, and Zohreh R. Eslami. "Learners of Different Language Proficiency Levels and Incidental Focus on Form in Synchronous Text-Based Discussion." In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1521-1539. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7663-1.ch072

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Abstract

This study examined the effectiveness of incidental focus on form in facilitating second language learning for learners of different proficiency levels in a synchronous computer-mediated communication environment. Sixteen native speaker (NS)-nonnative speaker (NNS) dyads and fourteen NNS-NNS dyads were formed. The participants completed two communicative tasks. Language-related episodes (LRE), mini-dialogues in which learners either explicitly or implicitly ask or talk about language or question their own or/and interlocutors' language use, were identified and used as a basis for individualized tailor-made tests to assess the learners' subsequent learning outcome. The results reveled that in the NS-NNS dyads, no significant difference in the frequency of LREs produced was found between the lower- and higher-proficiency learners whereas in the NNS-NNS dyads, the lower-proficiency learners produced significantly more LREs than their higher-proficiency interlocutors. Additionally, the learners of both proficiency groups interacting with NSs produced significantly more LREs than learners interacting with NNSs. However, no significant differences were found in the test performance of learners of different proficiency levels in either dyadic type.

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